Enhancing English Conversational Skills in Dogme ELT Approach: A Self-Regulation Perspective

Conversational skills in EFL contexts have perennially posed challenges for learners and teachers. This action research aimed to ameliorate the conversational skills of 72 first-grade ELT students within the ‘Speaking skills’ course by intervening with the principles of Dogme ELT. Inspired by self-regulation phrases, the methodology involved self-reports to analyse student needs, reflective journals to monitor their progress, and open-ended questionnaires to receive feedback on the intervention. The content analysis revealed conspicuous development in participants’ conversational proficiency and self-confidence, consequently overcoming linguistic and schooling obstacles. As for the pillars of Dogme ELT, the findings suggest that the paucity of conversational practice could be compensated with extensive in-class speaking practice, leading to more linguistic gains through the coverage of linguistic pointes emerging out of interactions. Technological tools integrated into interactions could effectively equip students with increased linguistic exposure. As per the research findings, educational implications and research suggestions were also elucidated.